In an engineering school you have lengthy courses full of engineering technic, because you demand engineers. No good school would cut out that technic simply because you needed an engineering student in your technology department and couldn't afford to wait or to pay for a graduate. Why should we have to stop doing what experience, and the experience of years, has proved necessary, what most of the people who go out of the library schools say is necessary--why should we cut out general subjects simply because of a temporary or limited demand for short-cut semi-specialists? You do not give time to prepare specialists. You are prone to send in a letter on Saturday saying you must have a man in charge of a special department next Tuesday, that he must be a graduate of one of the best technical schools of the country and that he must also have a thorough knowledge of library technic. At present I do not believe there is enough demand for those people to attract many of them, because, these specialists, in most cases, are obliged to come into general library work and to keep in general work until the special positions for which they are particularly fitted become vacant or are created. I believe thoroughly in the missionary spirit. I believe every librarian ought to have in him the spirit of St. Francis, to enable him, if need be, to go barefoot and get along with almost no food at all, but I do not believe in the right of the public to demand that he work for a salary so small that he must wear the habit and eat the food of St. Francis. If you expect to find these exceptional men you must pay for them and have places ready for them. You cannot expect the impossible. The question of technic is a serious one but it is not going to be solved entirely by omissions and short-cuts. I might also say that the institution with which I happen to be connected depends very largely, so far as the changes in its curriculum are concerned, on the suggestions of the people who have gone out from the school and who are working in libraries, and it often plans its courses in accordance with what they suggest, as the result of their own experiences. What is more,--and I am not speaking for ourselves only, for similar conditions exist in other schools--in this way we have (among others) the experience of more than thirty men and women who are at the head of libraries in cities of the United States in either the first or the second class. Mr. JOSEPHSON: It may well be that the present library schools cannot train both librarians and assistants; and perhaps, in consequence, we must have two kinds of school, one school for assistants and one for librarians. However that may be, either school must teach bibliography, and by that I mean the knowledge of the records of books and the art of describing books, so that the one who reads the description may know what the book is. Description includes, of course, not only cataloging but classification and annotation as well.